When planning an activity for the children there are several factors to take into account…
The methods were completed by interviewing child-minder’s and giving parents questionnaires to get their opinions on role play and the house corner. It was found that there are mixed views regarding role play, role play areas and role play to assist assessments.…
We will now review one of the Aistear videos named Planning and Organising Play. The video is produced by an infant teacher. The teacher looks at pedagogical framing and her experiences of planning and organising her own classroom. There are many excellent suggestions as to how to set up play in a class room environment which I will explain next, however there are one or two weaknesses that if I was given the opportunity I would change to this video. Overall the video is very helpful and it does give excellent advice from an experienced infant teacher that would be like gold dust to an inexperienced teacher new to this profession.…
Families’ requirements for their children vary. Some need their children in a setting where they play and learn from activities all or part of the day whilst they are at work. Some parents do not want to leave their children and want to stay and socialise. Some parents want their children in a home based group like with a childminder. Some families cannot afford to pay for provision. Because of these varying needs there are different types of provision available.…
It is important to remember that development is often split into different areas but are connected and linked with one another. So when planning or working with a group of children the same age it has to be taken into account that some will be at the average stage, below average and above average stage of development and not be at the same sequence of development. Knowing this information it has to be taken into consideration when looking at the bigger picture of all the children’s needs and how this can be…
The foundation curriculum is for children aged 3-5 years & therefore forms the children’s first year at school (reception). EYFS sets out a standard framework from birth to the end of reception. Year 1 will continue with the principles of EYFS until the end of the autumn term. There are carious forms…
The role of the practitioner in supporting the learning needs of children is they have to do regular assessments on their development and learning to identify their progress and plan their next steps Beaver, et .al, (2008). The Early Years Foundation Stage (EYFS), (2008) states that the role of the practitioner is crucial in observing and reflecting on children’s spontaneous play, building on this by planning and providing a challenging environment which supports specific areas of children’s learning and extends and develops children’s language and communication in their play. See appendix ?.…
Each child and young person is different and has individual preferences and requirements. We need to ensure that adequate activities are provided to suit each child’s likes and preferences and that they are all given equal play opportunities appropriate for their age. This may mean adapting an activity to be easier for a younger child or more challenging for an older or more able child. Each child’s ability should be praised and encouraged and playworkers should always promote equality and opportunity.…
The basis for this research is down to the amount of changes that we as child practitioners have gone through when it comes to qualifications. I am on the PDA Childhood Practice Course and on starting the course was informed that the regulations had changed and all managers were required to go on and achieve a Degree. In my mind as well as other managers I have spoken to, they felt that this would bring about a change in the future of playgroups. This in turn has led me to research the importance that playgroups hold in communities for children and their families, and to try and establish exactly how managers and practitioners feel the changes will affect playgroups . What I would like to find out from my research is…
At the local park the child would use physical play. They would use this because they would be running, jumping and moving around using physical energy. If the children play football it shows there have balance as they have to stay on their feet to be able to kick the ball. They also will need to use coordination skills to make sure the ball goes in the right direction this type of play would be cooperative play which is child playing together to accomplish a task. Also in the local park they could pretend that the climbing frame is a pirate ship and the child could be a pirate. When playing at home the child could do creative play, which is a child, using different materials to create something. There will use fine motor skills to cut out magazines to make a beautiful collage. There will need to be careful when cutting with scissors but their will need adult supervision so that they don’t cause an injury. This type of play would be solitary play which is a child playing alone with toys and does not interact with any other children.…
In my setting the activities are both child-led and adult-led and all activities are risk assessed. In the Pre-school room the children are often provided with free-flow play, flowing through the 2 pre-school rooms and sometimes the garden and/or the conservatory. The children are expected to wear appropriate clothing in the garden, but are free to go in and out of the garden as much as they please and they are able to choose any of the activities in the garden such as the ride-along cars, the climbing frame, hula-hoops, sand play and water play. During the free-flow play the staff are generally scattered evenly, unless there is conflicting…
Children and young people need an environment which is most likely to promote effective and confident child development where they can experience and environment of mutual respect and trust and open communication. We as practitioners need to reflect on our own practice where we can evaluate the contribution we have made to the support of child development and find ways that we can improve our practice. When reflecting on our practice we need to look at the ways in which we communicate with the children and young people such as varying with different methods of communications through a range of activities referring the stages of their development. We do this in our setting by looking at the plans and linking the activity to the EYFS and looking closely to new vocabulary and proposed learning outcomes that we will focus on whilst doing the activity. Good practice would be to evaluate the activity after the week and then look back at what you did or didn’t do such as explain new shapes and positional language in a physical activity. In our setting we will always ask each other, as colleagues, to see if they would like to input anything and just for a little reassurance that you are doing something the correct way and beneficial for the children. Bad practice would be to not allow the children to be experimental with the activity and for the activity to be purely adult led, this would not allow the children’s development to grow and progress.…
The activities are planned on a medium and short term. They take into account the child’s interest and needs. The activities are supported…
The team needs to be aware of all the children situations, to all work in the same direction and provide a common and strong support or pace of action. Moreover, through observing kid’s needs, the team can share what they have spotted and thereafter set the play setting according to their needs, likes and dislikes. At the same time, the team is responsible to act collaboratively to keep the space safe and “organised” for the kids to enjoy fully of their time to play and take the most of it, for the same reason the team needs to be ready to respond, trigger and challenge to children’s cues.…
The individual needs, age and abilities of the children are also very important. Some children would not be able to do certain activities as they may have special needs such as being in a wheelchair etc… an activity needs to meet all the children’s needs, not just a few. Also, younger children may not be able to do activities that are suitable for older children as they may get hurt. Also, the practitioners may have specific risks such as being pregnant so they wouldn’t be able to do certain activities with the children. Children who also have sensory impairments such as being blind or deaf need to be taken into account as clear spaces need to be assured and activities need to counter for them also.…